The Comparative Study On Mathematics Culture Text Questions In The College Entrance Examination Of China,US,Australia,Singapore And France

With the advancement of China’s basic education reform and the deepening of mathematical culture research,integrating into mathematical culture has become a new atmosphere of mathematics reform in the college entrance examination.Focusing on the international perspective and observing the current situation of mathematical culture test questions in National College Entrance Examination from a more comprehensive perspective is a necessary and meaningful move that aligns with the consensus of educational concepts and comparative research trends in various countries.On these grounds,through literature review,the prototype of the framework is constructed by taking the type of mathematics culture and the integration of mathematical culture into the test questions as the explicit mathematical culture elements;furthermore,the mathematical education values,the mathematical values,and students’ behavioral expectations as the implicit cultural concept indicators.Subsequently,it needs to be revised after expert consultation and independent pre-analysis.It is to ensure the rationality of division,the completeness of content and the consistency of understanding of the analytical framework.Firstly,the longitudinal change trend of mathematics culture test questions in the college entrance examination in Chinese mainland in the past five years is clarified.Secondly,the horizontal differences in the mathematics culture test questions in the college entrance examination in Chinese mainland and Taiwan region,the United States,Australia,France and Singapore in the past three years are compared.According to the analysis framework of mathematical culture test questions,the coding results are obtained.After statistical processing,the conclusion is as follows:(1)In the past five years in Chinese mainland,the mathematics culture test questions have mainly been based on life-related materials,but the history of mathematics in arts and humanities have maintained a low degree of attention;the way of cultural integration in test questions has always maintained a low proportion of "additional" with a high proportion of "Inseparable";the mathematics culture test questions always focus on "application value",then gradually increase the attention to"scientific value" in the past three years;the proportion of "understanding","application" and "analysis" has gradually decreased;the proportion of "controlling"is stable at high level.(2)In terms of mathematical culture type,France presents high-quality subjective questions of "the history of mathematics";while Australia sets up "Mathematics in Life" test questions with diverse sources.In the way of integrating mathematical culture into test questions,China is in the middle echelon,whose comprehensive application level is better than the United States and Australia,but inferior to the France and Singapore which only manifested as "integrated".In terms of the value concept of mathematics education,the test questions from French are comprehensive,by contrast,the attention to "cultural value" and "aesthetic value" in other countries and regions needs to be improved.In terms of mathematical values,the mathematical culture test questions in the six countries and regions all attach more importance to"control".Meanwhile,the examination of innovative thinking and critical thinking is relatively weak.In terms of students’ behavioral expectations,the mathematical culture test questions in six countries and regions unanimously attach importance to the examination of students’ "understanding" ability.Moreover,China and France also pay attention to the cultivation of "application" ability.Accordingly,the proposal for the study of mathematical culture test questions is not only to present more diversified materials which taken from real life,but also to increase the proportion of the mathematical history,mathematics in humanities and arts.Improving the use of mathematical cultural materials,particularly to integrate culture into mathematics more naturally.Furthermore,creating more high-level mathematical culture test questions.